Are there any specific rules for the types of salaries decided by this two sessions?

Hello! In 2016, both active and retired employees across the country received salary increases. The Two Sessions raised more salary for rural teachers. Here are some excerpts for your reference:

2016 Two Sessions Hot Topics: Rural Teachers’ Salary

Zhang Yazhong, a member of the National Committee of the Chinese People's Political Consultative Conference and vice chairman of the Henan Committee of the Chinese People's Political Consultative Conference, said, "Teachers in rural schools work silently in the most difficult areas, but their living conditions are worrying. After a survey, 70% of rural teachers have a disposable monthly salary of 1,500-2,000 yuan. . ”

Rural teachers face three major challenges: difficult life, low social status and high economic pressure.

Difficulties in life are mainly manifested in: difficulty in communicating with the outside world, closed living circle, and small accommodation and office space.

The salary of teachers is lower than that of the manual workers around them. The work is very hard, but the inner balance is extremely unbalanced.

High economic pressure: Compared with the older generation of rural teachers who were born and raised in rural areas, the salary income of the new generation of rural teachers has increased a lot, but it is still generally low and cannot meet the daily consumption and expenditure of teachers. The region is even unable to make ends meet.

In response to the challenges faced by rural teachers, the Ministry of Education and the Ministry of Finance have issued notices to provide living subsidies to teachers working in township and village schools and teaching sites in contiguous poverty-stricken areas. Many rural teachers have benefited greatly. However, some subsidies did not arrive in time.

In this regard, the Prime Minister specifically mentioned in the government work report that "the policy of improving the treatment of rural teachers will be implemented." This brings good news to rural teachers. Last year, the central government promulgated a support plan for rural teachers, and its implementation will be strengthened this year. The Prime Minister’s speech gave support to rural teachers.

At this year’s Two Sessions, improving remuneration for rural teachers has become the voice of many representatives. During the Spring Festival this year, the phenomenon of rural decline is indeed worrying. Education and teachers play an important role in promoting rural construction and carry the hope of the countryside. Lan Chuntao, a representative of the National People's Congress and a teacher at Dahua County Senior High School in Guangxi, said: It is necessary to shift the focus of rural education to strengthening the construction of the teaching staff and build a team of teachers who are "willing to come in, stay and do well".

Members of the Two Sessions: Improve rural teachers’ remuneration to retain talents

At the ongoing 2015 National “Two Sessions”, Wang Haibo, member of the National Committee of the Chinese People’s Political Consultative Conference and vice president of the Hebei Academy of Agriculture and Forestry, called for improving rural Teachers’ remuneration, formulate unified standards for the payment of teaching allowances for rural teachers across the province, and improve the payment guarantee mechanism.

In view of the problems existing in the teaching staff of rural schools and in accordance with the goals and requirements of the national modernization drive, it is recommended that:

Establish the goal of teacher professionalization. In accordance with the requirements of teachers' professionalization goals, we must strictly control the entrance of new teachers and improve the level of teachers from the source. New teachers must be strictly assessed in terms of teacher ethics, educational ideals, subject knowledge, teaching abilities, information technology, innovation and collaboration, etc., and the proportion of high-quality teachers must be effectively increased to meet the needs of building high-quality teacher resources in rural education.

Attach importance to improving the subject structure of school teachers. Establish a mathematical model of subject teacher structure in schools, and determine the proportion of full-time teacher structures in schools according to the subject proportions in the "Compulsory Education Curriculum Plan" to effectively ensure the needs of rural schools to implement quality education.

Gradually control the proportion of new teachers recruited each year, and recruit teachers in various disciplines in a planned manner according to the mathematical model of the school's teacher subject structure. Prevent the ups and downs in the number of recruits, ensure that the age structure of the rural teachers team tends to be reasonable, ensure the connection and balanced replacement of new and old teachers in rural schools, and ensure the smooth operation of education and teaching order in rural schools. According to the current regulations on different retirement ages for male and female teachers and their mathematical distribution, the scientific age structure of the teacher team should be: 25 to 30 years old accounts for 15%, 31 to 40 years old accounts for 30%, 41 to 50 years old accounts for 30%, and 51 to 60 years old accounts for 30% Accounting for 25%.

Solve the difficulty of evaluating rural teachers’ professional titles. Effectively strengthen professional and scientific research training for rural teachers, arrange teachers to take turns to study in advanced schools in urban areas, improve their teaching and scientific research capabilities and levels as soon as possible, and cultivate a group of leading teachers in rural education. Female teachers with more than 25 years of teaching experience and male teachers with more than 30 years of teaching experience should be allowed to naturally advance to a higher professional title level.

Effectively improve the wages and benefits of teachers in rural schools.

Rural teachers have poor working conditions and difficult lives. Preferential treatment for teachers in difficult rural areas should be implemented. In accordance with the State Council’s principle of “management at the county level, funding at the provincial level, and appropriate support from the central government”, in accordance with the “provincial management The fiscal system of "county" can implement unified teacher salary standards across the province, and implement preferential policies of living subsidies for teachers in rural and remote schools.

Reform the implementation measures for performance-based pay for rural teachers.

The monthly salary should be paid in full according to the technical titles obtained by the teachers. In addition, the amount of the school's year-end performance rewards and the amount of the head teacher's allowance should be determined based on the number of teachers in the school and the number of classes. In this way, the group psychology of teachers should be taken into consideration. Implement performance competition based on affordability. This is not only an affirmation of teachers' work, but also an incentive for teachers' work. It also eliminates tensions and many contradictions within the school, which is conducive to the healthy development of various work in the school. It is also in line with the spirit of the country's policy of increasing investment in education.

Incorporate rural teacher housing into the scope of local affordable housing construction as soon as possible. The government can provide subsidies for teachers to purchase houses; it can also be implemented to determine the subsidy ratio based on the number of years of working in rural schools to solve the worries of rural teachers who have a place to live when they grow old.

Solve the social security problem of rural teachers.

For those who are no longer suitable for education and teaching due to old age, infirmity or other reasons, there must be corresponding social life guarantees, so as to solve the problem of teachers being able to come in and out and safeguard rural education. Always full of vitality.

Planned mobilization of rural school teachers. Due to the continuous decrease in the number of rural students, there is an overstaffing of teachers in rural schools. On the premise of meeting the total number of teachers and in conjunction with the requirements for rotation exchanges between principals and teachers, older teachers who have been working in remote rural schools for a long time can be planned to be replaced. , transferred to urban schools, which not only reflects the principle of social equity, but also reflects the government’s humanistic care for veteran rural teachers.

In this "Two Sessions", Wang Haibo brought a proposal "On Improving the Salary of Rural Teachers." In his view, only by improving the treatment of rural teachers, relieving their embarrassment in life, encouraging and training local excellent teachers to teach in their hometowns for a long time, and stabilizing the teaching team of rural schools can we better promote rural compulsory education.

Wang Haibo believes that over the years, under the "county-based" funding guarantee mechanism, there has been a huge gap in the treatment of grassroots teachers. In order to save financial resources, some places often violate policies in the payment of teachers' salaries. Some areas have not implemented the national policy's preferential distribution guidance for rural teachers.

In view of this, Committee Member Wang Haibo suggested approving the basic salary standards for rural teachers in the compulsory education stage. Based on provincial fiscal coordination, a "provincial-based" funding guarantee system will be established, and the fiscal budget will separately include subsidies for rural teachers. Further clarify the implementation details of the subsidy policy, including implementation scope, implementation objects, payment standards, categories and tiers, funding sources and guarantees, and improve the implementation details and related supporting measures of the rural teacher subsidy policy.

Solving the housing problem of rural teachers is an important guarantee for retaining talents. Wang Haibo called on the government to build on-campus turnover houses and apartments with apartment properties for teachers, focus on building teacher residential areas, and provide as many preferential policies as possible. It can also consider building a certain number of low-rent houses for rural teachers.

Members of the Two Sessions: It is recommended to increase the salary and benefits of rural primary and secondary school teachers

Yao Aixing, a member of the National Committee of the Chinese People’s Political Consultative Conference and Vice Chairman of the Ningxia Hui Autonomous Region Government, suggested that the salary and benefits of rural primary and secondary school teachers should be increased and a minimum salary should be provided for rural teachers. wage standards and establish accountability mechanisms.

It is understood that since the State Council implemented the rural compulsory education guarantee mechanism, rural primary and secondary schools have established policies in terms of public funds, exemption of miscellaneous fees, exemption of textbook fees and boarding student subsidies, and the establishment of a long-term mechanism for the renovation of dilapidated buildings. "A guarantee mechanism for rural compulsory education funds shared by central and local projects and proportionally" with clear responsibilities. Regarding the salary of rural primary and secondary school teachers, it was only mentioned in general terms: "The central government will continue to provide support for the salary funding of rural primary and secondary school teachers in parts of the central, western and eastern regions in accordance with the current system. Provincial people's governments should increase their support to areas with weak financial resources within their own administrative regions." Strengthen transfer payments to ensure that rural primary and secondary school teachers’ salaries are paid in full and on time in accordance with national standards.

"Because the provincial government has not established a clear responsibility sharing mechanism for how to carry out fiscal transfer payments in areas with weak financial resources, according to what projects, and what standards to guarantee the wages of rural primary and secondary school teachers, so that it has reached various places, especially counties (cities). Districts) can pay as much as they can, resulting in huge differences in the level and intensity of salary guarantees for rural primary and secondary school teachers.

Surveys show that the current salary income of rural teachers in some areas across the country is low and the distribution mechanism is insufficient. There are a lot of phenomena that lack proper and scientific structure, especially for substitute teachers in rural teaching sites. The salary standards vary from place to place and are highly arbitrary, and some are even lower than the local minimum wage standard.

Commissioner Yao Aixing is here. The investigation found that because the state has not clearly defined the overall level and basic standards of performance pay for teachers in compulsory education schools, under the "county-based" funding investment and guarantee mechanism, there are great differences among counties with insufficient financial payment capabilities. The subsidies for rural teachers come from performance wages, and the preferential distribution orientation for rural teachers has not been implemented. The distribution of subsidies in difficult and remote areas fails to reflect the compensation and incentives for rural teachers. Therefore, rural teachers always try their best to adjust In the long run, there will be a shortage of rural teachers, and it is difficult to guarantee the quality of teachers. For this reason, committee member Yao Aixing put forward six suggestions:

First, start from the state. At the institutional level, unified regulations have been made on the wages, allowances, etc. of rural teachers in the compulsory education stage, and the minimum wage standards for rural teachers have been stipulated, and an accountability mechanism has been established.

The second is to make it clear that rural teacher subsidies should be separately expenditureed by the fiscal year. Further clarify the implementation scope, implementation objects, payment standards, categories and tiers, funding sources and guarantees of the subsidy policy, formulate implementation details and related supporting measures for the rural teacher subsidy policy, and effectively solve the problem of attracting and retaining rural teachers in difficult areas. The third is to significantly increase the rural teachers’ teaching allowance, which can be increased to 20%-30% of the total salary. The two dimensions of distance and professional title are considered. The distance between the teaching school and the county seat and the professional title of the teaching teacher are set in ascending order, and then the distance weight is 70% according to the ratio of 7:3, which represents the regional differences in the schools where rural teachers teach; professional titles. The weight is 30%, which represents the difference among rural teachers. Retired teachers will enjoy 15%, 30% and 50% of the quota respectively based on their teaching experience in rural areas for 10 years, 20 years and 30 years. p> Fourth, increase transportation subsidies for rural teachers. Establish a transportation subsidy system for rural teachers as soon as possible, and establish a unified payment amount based on the number of kilometers away from the county. 4 round trips per month, and a one-time payment.

Fifth, increase the number of rural teacher turnover houses and apartments, and encourage the development of a diversified rural teacher housing supply system. Teachers live in dormitories (apartments) in turnover rooms and apartments on campus, and teachers will move out immediately when their jobs are transferred. In conjunction with local urban construction planning, teacher residential areas should be built intensively in county towns or key towns with convenient transportation. Administrative and institutional fees and deposits for land and construction will be waived, and service fees such as project quality supervision will be reduced; land for housing construction for rural faculty and staff will be provided free of charge or allocated at low prices. Build a certain number of affordable housing, low-rent housing, limited-price housing and fund-raising housing for rural teachers; at the same time, encourage units or individuals to invest in building houses on and near campus to rent to teachers, and the finance will provide teachers with certain housing subsidies.

Sixth, strengthen supervision. Article 25 of my country's Teachers Law, which was implemented as early as January 1, 1994, clearly stipulates: "The average salary level of teachers should not be lower than or higher than the average salary level of national civil servants, and should gradually increase." Published in 2012 The "Opinions on Strengthening the Construction of the Teacher Team" once again requires "to ensure in accordance with the law that the average salary level of teachers is not lower than or higher than the average salary level of national civil servants, and gradually increases." Therefore, it is recommended to strengthen supervision of the implementation of relevant policies on a regular or irregular basis.

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